A More Equitable Film Pedagogy: Including Media Literacy in Higher Education Film Classrooms to Result in Better Media Practitioners

Autor/in	Romero Walker, Alexis
Titel	A More Equitable Film Pedagogy: Including Media Literacy in Higher Education Film Classrooms to Result in Better Media Practitioners
Quelle	In: Journal of Media Literacy Education, 14 (2022) 1, S.153-167 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Critical Literacy; Media Literacy; Teaching Methods; Films; Film Study; Higher Education; Educational Change; College Faculty; Course Content; Stereotypes; Race; Gender Differences; LGBTQ People; Visual Literacy; Equal Education + Suchen Sie Ihr Suchwort? Kritisches Lesen; Media skills; Medie competence; Medienkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Film; Filmkurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Fakultät; Kursprogramm; Klischee; Rasse; Abstammung; Geschlechterkonflikt; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung
Abstract	This article explains the importance of including critical media literacy practices in skills-based classrooms in film education. Students continue to use methods of filmmaking that are inherently biased because they continue to be taught an age-old set of skills that do not engage in critical analysis. With the convergence of contemporary film theory in the classroom, educators can help students learn new methods of filmmaking that are representative for all communities and people. Through textual analysis of three films, this article shows why educators in higher education film programs must include critical media literacy in the skills course curriculum and how to do so. With this change in film education, we can learn to help make more equitable filmmakers. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01